School Name: Calvin Wiley Elementary School Guilford County Schools 2008‐2011 School Improvement Plan Vision Statement
The vision of Calvin Wiley Elementary School is to build a standard of excellence that motivates our students to think critically while learning through meaningful experiences. Wiley Elementary School will maintain a commitment to a positive learning environment while actively involving parents, guardians, and the community in the education of each child.
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Self Assessment
Current AYP Status: Met AYP Targets in Mathematics Current ABC Status:
(Synthesized Narrative from Self‐Assessment Exercises)
As Wiley Elementary School transitioned to a new principal for the 2007-2008 school year, it was the perfect time to reestablish expectations and introduce changes that set the stage for excitement, energy, and engagement in teaching and learning. Full of hope and energy the staff committed to the challenge to make AYP in both reading and math. Ironically, the majority of the faculty consisted of beginning and lateral entry teachers. In the tested grades, only one out of the six teachers had more than 5 years of teaching experience and this individual was new to the district. One of the five was lateral entry and the remaining four teachers had less than four years experience. Raising the level of teacher efficacy, establishing consistency in the academic program, examining best practices, and giving staff voice in school policy moved the school forward to success. While making AYP was the goal, it was important to: • Make school a priority for students and parents • Bring consistency and structure to the academic program • Implement a strong reading program and provide on-going training • Make teachers, students and parents feel valued • Provide appropriate professional development • Raise academic expectations of teachers and students • Make the school environment more inviting and a place of learning The school’s success story affirms that Wiley Elementary continues its efforts to attain the highest standards in teaching and learning and increase students’ achievement in the most positive way.
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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long‐range goal) By the year 2011, the number of students who are proficient in math will increase 50% ‐ going from 56.35% to 84.52% as measured by year end math assessments in grade K‐2 and by EOG test results in grades 3‐5.
Target SMART Goal/Measure: (Selection of a one year school wide goal based upon academic or operational need and supported by data. State clearly how academic goal will provide for accelerated learning for students at risk of not meeting standards or making AYP.) The percentage of students proficient in mathematics in grades 3‐5 will increase by the following amounts as measured by EOGs: 3rd grade will increase 10% from pre‐test scores 4th grade students will increase 10% from 52.7% to 57.97% 5th grade will increase 10% from 58.71% to 64.58% K‐2 grade will increase 10% from 79.79% to 87.76%
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Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Tables 1, 2, 3
Table 1. Math Composite Grades 3-5
School Wide Composite Math 06-07 42.2 07-08 56.35 (actual) 08-09
Table 2. Math EOG Test Scores % Proficient
Grade Level Math – 3rd grade Math – 4th grade Math – 5th grade (06/07) 20.58 (pretest) 41.0 41.2 (07/08) 52.7 58.71 57.65 08-09 Target
57.97 64.58
Table 3. Math Year End K-2 Performance Assessments % Proficient
G Kindergarten First Grade Second Grade Avg K-2 2006-2007 73.58 61.70 67.74 67.67 2007-2008. 83.99 75.85 79.53 79.79 2008-2009 Target
87.76
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QUARTERLY ACTION PLAN
Data analysis: (SWOT) analysis
SWOT: Strengths, Weaknesses, and Opportunities for improvement, Threats
Quarter 1 1. What does the data tell us? Students’ math performance improved according to benchmark data. 2. Not tell us? The data does not tell us about the quality of instruction and how well the teachers adhered to the SCOS. 3.Celebration(s)? We made AYP in math with high growth. Both 3rd and 5th grade made high growth. 4th grade met expected growth. 4. OFIs? Departmentalization as an OFI allowing teachers to concentrate on one subject matter. Reassign teachers and focus on areas where students are deficient.
OFIs: Opportunities For Improvement
Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Qtr. 1 benchmark data shows that our 3rd, 4th and 5th grade students are below the district mean in both mathematics and reading performance. 3. Our value added report for the end of grade math and writing tests show that our students’ progress is not detectably (NDD) different from the average school in the state. 4. Our OFI includes continuing our focus on improving students’ proficiency in reading comprehension, writing and mathematics.
Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Qtr. 2benchmark data shows that our 3rd, 4th and 5th grade students are below the district mean in both mathematics and reading performance. However, growth was evident in all grades in both reading and math. In 3rd grade math benchmark scores increased 1.97%; 4th grade benchmark scores increased .51% and 5th grade benchmark scores increased .45%.
Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
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Identify Key Strategy (Approach)
Person(s) Responsible for ensuring the strategy is deployed during the current quarter
5. Next step? (Identify key strategy or approach) Implement K‐5 math initiative training framework that provides teachers/ tutors with training in the use of math instructional tools and strategies and focuses on remediating students’ specific skill deficits in mathematics. The framework also includes use of the Math Lab, Math Kagan Training, and Math meetings. Principal Curriculum Facilitators Saunders and Sinclair Tutors‐ Price Classroom Teachers
5. Next step? (revise key strategy as needed to address identified OFIs) Continue implementing our current strategy with fidelity.
5. Next step? (revise key strategy as needed to address identified OFIs) Continue implementing our current strategy with fidelity. We will decrease group size in math and provide targeted instruction that will target specific skills for specific students. Principal Curriculum Facilitators Saunders and Sinclair Tutors‐ Price, Collins, Kennedy Classroom Teachers
5. Next step? (revise key strategy as needed to address identified OFIs)
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
Principal Curriculum Facilitators Saunders and Sinclair Tutors‐ Price Classroom Teachers
Plan
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Title I Funds to purchase Resources calculators, Available during manipulatives ‐ the current $2,500 quarter (include $ Daytime Tutors – encumbered and 5,564 name of budget) Training/Materials – 6,000 Resources Math manipulatives for Math manipulatives for Math Needed the Math lab the Math lab manipulatives for during the Training materials Training materials the Math lab current quarter Training materials Professional Math initiative training and Math initiative training Math initiative Development Kagan training for all staff and Kagan training for all training and Kagan during the staff training for all staff current quarter (Indicate title, content and audience) Make and Take night will Continue to provide Continue to Parent and be designed to provide instruction to parents provide instruction Community instruction to parents and and share additional to parents and (Stakeholder) hands‐on activities. hands‐on activities for share additional Involvement use at home hands‐on activities during the for use at home current quarter Create the Use the Quarter 1 Use the Quarter 2 Use the Quarter 3 deployment plan deployment plan template deployment plan deployment plan For the current below template below template below quarter
Plan
Title I Funds to purchase calculators, manipulatives ‐ $2,500 Daytime Tutors – 5,564 Training/Materials – 6,000
Title I Funds to purchase calculators, manipulatives ‐ $2,500 Daytime Tutors – 5,564 Training/Materials – 6,000
Plan
Plan
Plan
Use the Quarter 4 deployment plan template below
Do
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Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?
A. Training Agendas TeachScape data Lesson plans Observation data B. Classroom Walkthrough data Grade level meetings C. Benchmark and Quarterly assessments, and math card data
A. Training Agendas TeachScape data Lesson plans Observation data B. Classroom Walkthrough data Grade level meetings C. Benchmark and Quarterly assessments, and math card data
A. Training Agendas TeachScape data Lesson plans Observation data B. Classroom Walkthrough data Grade level meetings C. Benchmark and Quarterly assessments, and math card data
A. B. C.
A. B. C.
Study
Report the data from the current quarter deployment plan and use the data questions to analyze the results
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
Our OFI includes continuing our focus on improving students’ proficiency in reading comprehension, writing and mathematics.
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
1. What does the data tell us? 2. Not tell us? 3. Celebration(s)? 4. OFIs?
Study
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Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal x NO If no, check the appropriate action below: x Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
Act/Plan
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Steps #1
Quarter 1 Deployment Plan Staff Meeting to discuss the new SIP plan and process
#2 #3 #4
Meet with teachers to discuss goal summary reports Meet with grade levels (k‐2) and math teachers 3rd‐5th Meet with teachers to determine math lab needs
Person(s) Responsible Kennedy Madison Scott Kennedy Saunders Kennedy, Saunders Kennedy Saunders Sinclair Teachers Saunders Kennedy Price Kennedy Saunders Saunders Classroom teachers Saunders Kennedy Saunders Classroom teachers Price Saunders Classroom teachers Saunders Saunders Kennedy Price Classroom Teachers
Measure(s) Attendance
Action Step Completion Date August 19, 2008 August 26, 2008 August 25, 2008 August 25, 2008 August 28, 2008
Attendance/Schedule
Meeting notes and sign in sheet Attendance and math lab design
Select /purchase resources, materials, curricula for use in the math lab and during tutoring Ensure lab time is scheduled and process is established for teachers/tutors to access the math lab Teacher Training ‐ Kagan Follow 1st quarter pacing Guides and curriculum maps Hold grade level meetings to determine alignment, pace and student progress. Math lab complete
Order forms
August, 2008
#5 #6 #7
Schedule Attendance Lesson Plans and observations Attendance
August, 2008 September 18‐ May 2009 Weekly until October 24, 2008 August 26, 2008
#8
Observations
September 2, 2008
#9 #10
Create common student assessments Re-assess and make adjustments /improvements to the strategy as data indicates
Assessments Assessment data, and observations
Weekly End of Quarter On‐going
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Steps #1 #2 #3 #4 #5
Quarter 22 Deployment Plan Quarter Deployment Plan Math Math Continue to meet with leadership team to review deployment plan Continue to meet with grade levels (k-2) and math teachers 3rd-5th Ensure schedule math lab time is established and used Teacher training-Kagen Follow 2nd quarter pacing guides and curriculum maps
Person(s) Person(s) Responsible Responsible Kennedy Kennedy, Saunders Kennedy Saunders Saunders
Measure(s) Attendance Meeting notes and sign in sheet Schedule Attendance Lesson plans and observations Attendance
#6
#7
#8 #9 #10
Classroom Teachers Saunders Continue to hold grade level meetings to determine alignment, Kennedy pace, and student progress Saunders Classroom teachers Weekly SLAMAR Sinclair Saunders Classroom teachers Student Conferences Kennedy Math pull outs 3rd Print rich environment Saunders Kennedy Sinclair Saunders
Action Step Completion Date November 12, 2008 On-going Quarterly On-going Quarterly September 18 – May, 2009 Weekly until January 23, 2008 Weekly
Benchmark scores Classroom Data Teacher observations Student feedback forms Assessments Grade level math vocabulary words posted on the walls for each grade level
Weekly
December 12, 2008 January 23, 2009 December 1, 2008
#11
Reassess and re-evaluate and make adjustments/improvements as needed.
#12 #13 #14
Continue to create common student assessments Morning math Fact drills “It Pays to Do Well At Wiley” 11 of 33
Sinclair Saunders Classroom Teachers Kennedy Saunders Classroom Teachers Kennedy
On-going Quarterly
Assessments Assessments Honor Roll List
Weekly Daily January 23, 2008
Steps #1 #2 #3 #4 #5 #6
Quarter 3 Deployment Plan Math Continue to meet with leadership team to review deployment plan Continue to meet with grade levels (k-2) and math teachers 3rd-5th Ensure schedule math lab time is established and used Teacher training-Kagen Follow 3rd quarter pacing guides and curriculum maps Continue to hold grade level meetings to determine alignment, pace, and student progress
Person(s) Responsible Kennedy Kennedy, Saunders Kennedy Saunders Saunders Classroom Teachers Saunders Kennedy Saunders Classroom teachers Sinclair Saunders Classroom teachers
Measure(s) Attendance Meeting notes and sign in sheet Schedule Attendance Lesson plans and observations Attendance
Action Step Completion Date March 10, 2009 On-going Quarterly On-going Quarterly September 18 – May, 2009 Weekly until March 27, 2009 Weekly
#7
Weekly SLAMAR
#8 #9
Student Conferences Math pull outs 3rd
Kennedy Saunders Kennedy Price Kennedy Sinclair Saunders Collins Kennedy, A Sinclair Saunders Classroom Teachers Kennedy Saunders Classroom Teachers Kennedy, Saunders, Sinclair, Classroom teachers Kennedy
Benchmark scores Classroom Data Teacher observations Student feedback forms Assessments
Weekly
February 27, 2009 March 27, 2009
#10
Targeted instruction based on benchmark data
Assessments
On-going Quarterly
#11
Reassess and re-evaluate and make adjustments/improvements as needed.
On-going Quarterly
#12 #13 #14
Continue to create common student assessments Morning math Fact drills Data Review 12 of 33
Assessments Assessments Sign in sheets
Weekly Daily February 10, 2009
#15
“It Pays to Do Well At Wiley”
Honor Roll List
March 27, 2009
Steps
Quarter 4 Deployment Plan Math Continue to meet with leadership team to review deployment plan Ensure schedule math lab time is established and used
Person(s) Responsible Kennedy Kennedy Saunders Kennedy, Saunders
Measure(s)
#1 #2 #3 #4 #5 #6
Attendance Schedule Meeting notes and sign in sheet Lesson plans and observations Attendance
Continue to meet with grade levels (k-2) and math teachers 3rd-5th Follow 3rd quarter pacing guides and curriculum maps Classroom Teachers Saunders Continue to hold grade level meetings to determine alignment, pace, and student progress Daily SLAMAR Kennedy Saunders Classroom teachers Sinclair Saunders Classroom teachers
Action Step Completion Date June 11, 2009 On-going Quarterly On-going Quarterly Weekly until June, 11, 2009 Weekly
#7
Math pull outs 3rd
#8
Targeted instruction based on benchmark data and SLAMAR data
#9
Reassess and re-evaluate and make adjustments/improvements as needed.
#10 #11 #12
Continue to create common student assessments Morning math fact drills Data Review 13 of 33
Saunders Kennedy Price, Collins Kennedy Sinclair Saunders Collins Kennedy, A Sinclair Saunders Classroom Teachers Kennedy Saunders Classroom Teachers Kennedy, Saunders, Sinclair, Classroom
Benchmark scores Classroom Data Teacher observations Assessments
Weekly
June 15
Assessments
On-going Quarterly
On-going Quarterly
Assessments Assessments Sign in sheets
Weekly Daily Grade level meetings
teachers
#13 #14 #15
“It Pays to Do Well At Wiley” #Benchmark Party SLAMAR Training and make and take
#16
Re-assess and make adjustments /improvements to the strategy as data indicates for the new SIP
Kennedy Sinclair, Saunders, Kennedy Sinclair, Saunders, Kennedy, Classroom teachers, Russell, Shaw, Pullium, Mills, Collins, Nunes, Phifer Principal & SIT
Honor Roll List Benchmark results EOG results
and May 5 (faculty meeting April 10 April 8 March 20 and March 31
SIP 2009/2010
August , 2009
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Goals, Strategies, Monitoring and Budget
Overall SMART Goal: (Your overall goal will reflect a two to three year long‐range goal) By the year2011, the number of students who are proficient in reading will increase by 50% going from 54.3% (based on 2006‐2007 EOG test data) to 81.45% as measured by the Reading End of Grade tests for students in grades 3‐5 and Developmental Reading Assessments for students in grades K‐2. Level of Reading Proficiency Indicated by (DRA) Summative Scores 2006-2007 2007-2008 2008-2009 Target 73.5% 69.76% 76.73% 61.7% 46.42% 51.39% 67.74% 67.85% 74.63% Level of Reading Proficiency Indicated by EOG Scores 46.2% 11.4% 30.3% 50.0% 31.3% 27.3% 65.1% 20.7% 28.5%
Grade K 1 2 3 4 5
Supporting Data for SMART GOAL: Insert (or attach) data table to support the selection of the above stated overall SMART Goal and Target SMART Goal Reading Benchmarks 2007/2008 1st 2nd Quarter 3rd Quarter Quarter rd 34.4 43.8 45.9 Reading – 3 grade 49.5 45.5 57.7 Reading – 4th grade th 53.9 57.5 59.1 Reading - 5 grade DRA- Students at Grade Level 2006-2007 Kindergarten 69.76% First Grade 46.42% Second Grade 67.85%
2007-2008 69.76% 46.42% 67.85%
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Quarter 1 1. What does the data tell us? 3rd grade showed growth in the quarterly benchmarks, but was still below 50%. It also tells us that there is still room for improvement. Looking at 1st grade DRA assessments, those READING Data analysis: students will require extra work because (SWOT) less than 50% of them analysis are on grade level. SWOT: 2. Not tell us? Strengths, The data does not tell Weaknesses, and us about the quality of Opportunities for instruction and how improvement, well the teachers Threats adhered to the SCOS. Since we do not have final reading scores, we are making assumptions that the students continued to increase in proficiency. 3.Celebration(s)? According to Benchmark data, students showed growth.
Quarter 2 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. 1. Qtr. 1 benchmark data shows that our 3rd, 4th and 5th grade students are below the district mean in both mathematics and reading performance. 2. Our value added report for the end of grade math and writing tests show that our students’ progress is not detectably (NDD) different from the average school in the state. 4. Our OFI includes continuing our focus on improving students’ proficiency in reading comprehension, writing and mathematics. Celebrations ‐included the honor roll assembly and students who show growth on The Benchmarks were recognized at an ice cream social.
Quarter 3 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed. Qtr. 2 benchmark data shows that our 3rd, 4th and 5th grade students are below the district mean in both mathematics and reading performance. In grade 3 reading benchmarks increased 4.25%. In grade 4 reading benchmarks increased 1.79% and in grade 5 reading benchmarks increased 7.69%. 2. Our OFI includes continuing our focus on improving students’ proficiency in reading comprehension, writing and mathematics. Celebrations – Honor roll assembly, Ice cream sundae party for 10% improvement on Benchmarks.
Quarter 4 Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Summer Based on analysis from the previous quarter, adjust strategy and deployment plan as needed.
Study
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5. Next step? (revise key Improvement strategy as needed to address Continue with SFA in 3rd identified OFIs) – 5th grade and include Continue implementing the 2nd grade current strategy. 5. Next step? (Identify key strategy or approach) Implement a training framework that includes Identify Key Strategy Kagan training in (Approach) multiple intelligences (K‐5). SFA training for new teachers (2‐5) and SFA follow‐up training for all teachers (2‐5). SFA Leadership training for Principal, CF, and one classroom teacher. Learning Focus (K‐1) Person(s) Principal Principal Responsible Curriculum Facilitators Curriculum Facilitators for ensuring Sinclair and Saunders Sinclair and Saunders the strategy is Tutors Tutors deployed Classroom Teachers Classroom Teachers during the SFA Consultant – J. SFA Consultant – J. Purdue current Purdue quarter
4. OFIs Opportunities For
5. Next step? (revise key strategy as needed to address identified OFIs) Continue implementing the current strategy. Additional tutors will be added to target specific skills.
5. Next step? (revise key strategy as needed to address identified OFIs)
5. Next step? (revise key strategy as needed to address identified OFIs)
Plan
Principal Curriculum Facilitators Sinclair and Saunders Tutors Classroom Teachers SFA Consultant – J. Purdue
Plan
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Resources Available during the current quarter (include $ encumbered and name of budget) Resources Needed during the current quarter Professional Development during the current quarter (Indicate title, content and audience) Parent and Community (Stakeholder) Involvement during the current quarter
Plan
Title I Funds to include 2nd grade and follow up training. 10,000. Leadership Training
Title I Funds to include 2nd grade and follow up training. 10,000. Leadership Training
Title I Funds to include 2nd grade and follow up training. 10,000. Leadership Training
Plan
SFA books and level readers
SFA books and level readers
SFA books and level readers
SFA Training for SFA teachers Learning Focus Training for K‐1 Teachers Kagan Multiple Intelligence Training for all Staff Monthly parent nights with an academic focus to provide parents with hands on involvement in understanding the curriculum.
SFA Training for SFA teachers Learning Focus Training for K‐ 1 Teachers Kagan Multiple Intelligence Training for all Staff
SFA Training for SFA teachers Learning Focus Training for K‐1 Teachers Kagan Multiple Intelligence Training for all Staff
Plan
Plan
Monthly parent nights with an academic focus to provide parents with hands on involvement in understanding the curriculum.
Monthly parent nights with an academic focus to provide parents with hands on involvement in understanding the curriculum.
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Create the deployment plan For the current quarter Evaluation: A. What data will you use to determine if the strategy was deployed? B. What data will you use to determine if the strategy was deployed with fidelity? C. What data will you use to determine if the strategy impacted the overall goal or target goal?
Use the Quarter 1 deployment plan template below A. Observation data SFA Implementation Plan B. Classroom Walkthrough data Grade level meetings C. Benchmark, SRI, and DRA data, SFA data Use the Quarter 2 deployment plan template below A.EOG reading scores (All ‐ 22.6%) (FRL‐20.5 %) AA‐ 19.2%) Bench mark data and Teacher observations. B. Classroom observations, Lesson plans, Teachscape, Grade level meetings. C. Student conference reports. SRI and DRA data, SFA data Use the Quarter 3 deployment plan template below A. Reading Benchmarks: 3rd ‐4.25% 4th – 1.79% 5th – 7.69% (Benchmarks) Teacher observations B. Classroom observations, Lesson plans, Teachscape, Grade level meetings. C. Student conference reports. SRI and DRA data, SFA data Use the Quarter 4 deployment plan template below A. B. C. A. B. C.
Study
Do
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5. What does the data tell Report the us? data from the 6. Not tell us? current 7. Celebration(s)? quarter 8. OFIs? deployment plan and use the data questions to analyze the results YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
Study
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs
5. What does the data tell us? 6. Not tell us? 7. Celebration(s)? 8. OFIs?
5. What does the data tell us? 6. Not tell us? 7. Celebration(s )? 8. OFIs?
Act/Plan
Target Goal Met?
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
YES If yes, change target goal in order to further impact the overall goal NO If no, check the appropriate action below: Continue current strategy and update deployment plan for next Qtr Continue current strategy, but make improvements to deployment plan Abandon current strategy and identify new strategy
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-
Steps #1 #2 #2 #3 #4
Quarter 1 Deployment Plan Developed a calendar of dates for parent information nights Kagan Training SRI testing for 3rd – 5th grade DRA testing for K‐2 grade Create SFA reading groups
Person(s) Responsible Staff Kagan Consultant Cooper Sinclair Sinclair Kennedy Saunders Sinclair Teachers Saunders Madison Kennedy SFA Consultant ‐ Purdue Classroom teachers Saunders Kennedy Saunders Classroom teachers Sinclair Saunders Classroom teachers
Measure(s) Attendance Lesson plans Attendance
Test Data
Action Step Completion Date August 19, 2008 August 14‐17 August 27‐August 29, 2008 September 4, 2008 September 3, 2008
Test Data Attendance
#5
SFA Training
Attendance
#6 #7
Follow 1st quarter pacing Guides and curriculum maps Hold grade level meetings to determine alignment, pace and student progress. Reassess and re‐evaluate and make adjustments as needed.
Lesson Plans and observations Attendance
August 20, 2008 September 8, 2008 September 29, 2008 October 28,29, 2008 Weekly until October 24, 2008 August 26, 2008
#8
On‐going Quarterly
Steps #1 #2 #3 Quarter 2 Deployment Plan SRI testing for 3rd – 4th grade DRA testing for k-2nd grade Create new SFA Reading groups 21 of 33 Person(s) Responsible Cooper Sinclair Sinclair Kennedy Sinclair Measure(s) Test Data Test Data Attendance Action Step Completion Date 10-27 10-27 11-3-08
#4 #5 #6 #7 #8 #9
SFA Training Follow 2nd quarter pacing Guides and curriculum maps SRI testing for 3rd – 4th grade Vertical Team Meetings Extended Learning Hold Grade level meetings to determine alignment, pace and student progress.
#10
Weekly SLAMAR
#11 #12 #13 #14 #15 #16
Student Conferences Meet with teachers to discuss goal summary reports Reading group pull outs 3rd Reading group pull outs K-2 Great Leaps 2nd, 4th, 5th Print rich environment
Saunders Consultant-Purdue Sinclair Kennedy Classroom teachers Sinclair Cooper Sinclair Kennedy Classroom Teachers Sinclair Kennedy Sinclair Classroom teachers Sinclair Saunders Classroom teachers Kennedy Kennedy Sinclair Mills Hunter Kennedy Sinclair Saunders
Attendance
October 28, 29 January, 2009 Weekly until January 23, 2009 10-27 Monthly Bi‐weekly Weekly
Lesson plans and observations Test Data Assessments Attendance
Benchmark scores Classroom Data Teacher observations Student feedback forms Attendance Assessments Assessments Assessments Grade level vocabulary words posted on the walls for each grade level Student packets Classroom Feathers AR log Incentives
Weekly
December 12, 2008 November 17, 2008 January 23, 2009 January 23, 2009 January 23, 2009 December 1, 2008
#17 #18 #19
Feather the Nest
AR program Reassess and re-evaluate and make adjustments as needed. 22 of 33
Sinclair Classroom teachers Robertson Sinclair
On-going Quarterly On-going Quarterly On-going
#20 Steps #1 #2 #3 #4 #5
“It Pays to Do Well At Wiley” Quarter3 Deployment Plan SRI testing for 3rd – 4th grade DRA testing for k-2nd grade Create new SFA Reading groups
Saunders Classroom Teachers Kennedy Kennedy Person(s) Responsible Cooper Sinclair Sinclair Kennedy Sinclair Saunders Consultant-Purdue Sinclair Kennedy Sinclair Saunders Scott Mattison Lawrence Offord Kennedy Classroom teachers Sinclair Kennedy Classroom Teachers Sinclair Kennedy Sinclair Classroom teachers Sinclair Saunders Classroom
Quarterly
Honor Roll List Measure(s) Test Data Test Data Attendance
January 23, 2008 Action Step Completion Date 2-12-09 2-12-09 2-2-09
SFA Training
Attendance
2-12-09
SFA Conference
Conference attendance
2‐5‐09
#6 #7 #8 #9
Follow 3rd quarter pacing Guides and curriculum maps
Lesson plans and observations Assessments Attendance
Weekly until March 27, 2009 Monthly Bi‐weekly Weekly
Vertical Team Meetings Extended Learning Hold Grade level meetings to determine alignment, pace and student progress.
#10
Weekly SLAMAR
Benchmark scores Weekly Classroom Data Teacher
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#11 #12 #13
Student Conferences Meet with teachers to discuss goal summary reports Hold Grade level meetings to determine alignment, pace and student progress.
teachers Kennedy Kennedy Kennedy Sinclair Classroom teachers Sinclair Mills Hunter Sinclair Classroom teachers Robertson Sinclair Saunders Classroom Teachers Kennedy Kennedy Kennedy, Sinclair, Saunders, Classroom Teacher
observations Student feedback forms Attendance Attendance
February 27, 2009 February 21, 2009 Weekly
#14 #15 #16 #17 #18 #19
Reading group pull outs 3rd Reading group pull outs K-2 Great Leaps 2nd, 4th, 5th Feather the Nest
AR program Reassess and re-evaluate and make adjustments as needed.
Assessments Assessments Assessments Student packets Classroom Feathers AR log Incentives
March 27, 2009 March 27, 2009 March 27, 2009 On-going Quarterly On-going Quarterly On-going Quarterly
#20 #21
“It Pays to Do Well At Wiley” Review Benchmark Data
Honor Roll List Attendance log
March 27, 2009 2-21-09
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Steps #1 #2 #3 #4 #5 #6 #7 Quarter 4 Deployment Plan SRI testing for 3rd – 4th grade DRA testing for k-2nd grade Create SLAMAR Reading groups Follow 3rd quarter pacing Guides and curriculum maps Person(s) Responsible Cooper Sinclair Sinclair Kennedy Sinclair Saunders Classroom teachers Sinclair Kennedy Classroom Teachers Kennedy Sinclair Classroom teachers Sinclair Saunders Classroom teachers Kennedy Kennedy Sinclair Classroom teachers Sinclair Mills Hunter Sinclair Classroom teachers Kennedy Kennedy, Sinclair, Saunders, Classroom Teacher Measure(s) Test Data Test Data Attendance Action Step Completion Date 4-29 3-30-09 3-23-09
Lesson plans and observations Attendance
Weekly until June 10, 2009 Monthly Weekly
Vertical Team Meetings Hold Grade level meetings to determine alignment, pace and student progress. Daily SLAMAR
#8 #9 #10 #11 #12 #13 #14 #15
Student Conferences Hold Grade level meetings to determine alignment, pace and student progress. Reading group pull outs 3rd Reading group pull outs K-2 Great Leaps 2nd, 4th, 5th Feather the Nest
Benchmark scores Daily Classroom Data Teacher observations Student feedback May 8, 2009 forms Attendance Weekly
“It Pays to Do Well At Wiley” Review Benchmark Data
Assessments Assessments Assessments Student packets Classroom Feathers Honor Roll List Attendance log
June 11, 2009 June 11, 2009 May 29, 2009 On-going Quarterly April 10, 2009 April
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School Based Leadership Team Members Signatures
The following team members collaborated with school staff to develop the School Improvement Plan for our school (parents must be included): Name Position or Role Signature Date
Dr. LaToy Kennedy Audrea Saunders Tracy Artz Leslie Landreth Inh Chanthakham Kara Scott Arycka Offord Kevin Brenner Sandy Madison Angela Higgins Dirk Robertson Robin Carter Vickie Edwards Niketa Constantine Freida Harris Principal Curriculum Facilitator Pre‐K Kindergarten 1st grade Teacher 2nd grade teacher 3rd grade Teacher 4th grade Teacher 5th grade Teacher Teacher Assistant Media Specialist EC Social Worker Counselor Parent On File On File On File On File On File On File On File On File On File On File On File On File On File On File On File 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08 9‐9‐08
(i.e. Principal, Assistant Principal, Certified Staff, Classified Staff, Student, Parent or Community Member) 26 of 33
Approvals
Approved by Staff: Date of Approval by Staff: 9‐9‐08 Principal’s Signature: On File Approved By Division of Academic Improvement Instructional Improvement Officer’s Signature: On File Date: 9‐9‐08 Results (% Approval): 100% Date: 9‐9‐08
Approved by GCS Board of Education
Date:
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Quarterly Review Team Members Signatures
The following team members collaborated with school staff to review the School Improvement Plan for our school: Name Position or Role Signature Date
Dr. LaToy Kennedy Audrea Saunders Tracy Artz Leslie Landreth Inh Chanthakham Kara Scott Arycka Offord Kevin Brenner Sandy Madison Angela Higgins Dirk Robertson Robin Carter Principal Curriculum Facilitator Pre‐K Kindergarten 1st grade Teacher 2nd grade teacher 3rd grade Teacher 4th grade Teacher 5th grade Teacher Teacher Assistant Media Specialist EC On File On File On File On File On File On File On File On File On File On File On File On File 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08 11‐3‐08
Vickie Edwards Social Worker On File 11‐3‐08 (i.e. Instructional Improvement Officer, Curriculum Officer, Curriculum Specialist, Principal, Assistant Principal, Curriculum Facilitator)
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Action Plan for Healthy Students in Safe, Orderly and Caring Schools
LEA: Guilford County Schools School: Strategic Priority: Healthy Students in Safe, Orderly and Caring Schools (Healthy Active Children (HAC) Policy, #HSP‐S‐000)
Please record your action steps.
Not Yet Addressed Strategy Ensure all students have recess and / or physical activity during the school day and that it is not taken away as punishment. Indicate if this is in progress or not yet addressed. (What is your plan?) In Progress (Please describe.) Need Assistance (Please describe.) NA (Provide explanation.)
Currently our schedule includes 30 minutes of recess for all students. Other consequences are utilized for behavior problems that occur. Yes No
Strategy Provide physical education for every student taught by a physical education teacher. Check the appropriate “yes” or “no” box and list the exact number of minutes in PE over the 180‐day school year. Provide physical activity and/or recess for every student. List the exact number of minutes provided for recess and/or physical activity over the 180‐ day school year. 29 of 33
Time over 180 days 45 minutes X 40 weeks PE is taught by the PE teacher once per week. 1800 minutes per year
x
x
30 minutes X 180 days = 5400 per year
Strategy Implement a coordinated school health program. Indicate if this is in progress or not yet addressed by the school. Not Yet Addressed • • • • • • At Our School In Our LEA Unsure We have a School Health and wellness Health Advisory Council. team that coordinates Check all that apply. faculty exercise and healthy eating as well as the morning exercise program. What other areas of The school nurse will conduct monthly staff development with a specific Coordinated School health issue as the topic. Topics will include as well as others: Health Programs are you • Diabetes working on • Lice implementing in your • HIV‐AIDS school? Please explain. • Test Anxiety • Good Nutrition • Rest/Sleep • Epi‐Pens • Childhood Diseases • Cancer 30 of 33 Need Assistance (Please describe.) In Progress Dental Health Month Annual Health Fair Fifth grade Adolescent and puberty class Morning Exercise Staff Exercise Healthy Foods Need Assistance (Please describe.)
Need Assistance (Please describe.)
Safe Schools Plan
According to NC Code 115C‐105.47, each school must have a comprehensive safe schools plan. The following are components of that plan: • Student code of conduct and designated consequences for violating the code • Roles and responsibilities of all school personnel in maintaining a safe and orderly learning environment • Procedures for identifying and serving the needs of students at risk of academic failure or of engaging in disorderly or disruptive behavior • Mechanisms for assessing the needs of disruptive and disorderly students, providing services to them and removing them from the classroom when necessary • Measurable objectives for improving school safety and order • Professional development clearly matched to the objectives for improving school safety and order • Plans to work with local law enforcement and court officials to ensure safety • Methods of providing a safe physical environment • Parent involvement in planning for school improvement, safety, and alternative education placements • School conducts a needs assessment annually (from students, teachers, parents, and staff) to determine their perceptions of school safety and climate • School has programs, strategies and/or activities that promote good behavior/citizenship Strategies for maintaining safe and orderly climate, addressing the needs of students at risk, and providing services for students assigned to alternative programs.
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What will be done? Who will be in charge? Provide procedures IST Team for identifying and Crisis Team serving the needs of Behavior Support students at risk of Person engaging in Parents disorderly or disruptive behavior Review the Student Administrator Code of Conduct in Behavior Support the classrooms at Person the beginning of the Classroom Teachers year. Grade level assemblies Use Project Wisdom Administrator each morning to address character education Respond to sick Nurse children in a timely Social Worker matter Counselor Parents Crisis Team Assess the needs of Classroom teachers disruptive and Administrator disorderly students Counselor in order to provide IST Team assistance early Conduct weekly Counselor character education Social Worker classes and small Behavior Support group classes with Person specific students 32 of 33
When will it be done? September 2008
What are the needed What are the What are success resources (including staff costs indicators? development)? Crisis Team Training None Behavioral CPI Training contracts CPR, First Aid IST record log
August 2008 – June 2009
Student Handbooks and Wiley Student handbook
None
Reduced referrals and suspensions
August 2008‐ June 2009
Project Wisdom Program
None
August 2008‐ June 2009
Training for CPR First Aid Information on specific illnesses Discipline Data Teacher Input forms IST forms
None
August 2008 – June 2009
None
Good Citizenship programs, Celebrations and Parent meetings Monitor Procedures, documentation of incidents, Injury reports. Verbal and Written documentation Evaluations
August 2008‐ June 2009
Specific materials None Depending on the student
Reduced referrals and discipline issues.
Waiver Requests School‐Based Management and Accountability Program School‐Based Waiver Request for 2008‐2011 LEA Code: 410 LEA: Guilford County School Code/School Name: Wiley Elementary
Requests for Waiver 1. Describe the waiver you are requesting. 2. Identify the law, regulation or policy from which an exemption is requested. 3. State how the waiver will be used. 4. State how the waiver will promote achievement of performance goals.
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